Gamification-Enhanced Learning: Exploring University Students’ Perceptions of Technology-Driven Engagement in the Classroom

The integration of information technology and gamification elements in education offers new opportunities to enhance learning engagement and motivation. This study investigates university students’ perceptions of technology-supported gamified learning environments and their perceived benefits for motivation, collaboration, and understanding of course content. A quantitative survey was conducted among students from different study fields using a researcher-developed exploratory questionnaire consisting of five sections: demographic information, use of technology in learning, perception of gamification, perceived learning benefits, and feedback. Responses were collected using a five-point Likert scale and analyzed using descriptive statistics, reliability analysis, Mann–Whitney U tests, and Spearman’s rank-order correlation. The sample comprised 189 students: 113 reported prior gamification experience and 76 did not. An exploratory item-level comparison of experience-based ratings and hypothetical expectations identified a small difference only for learning interest after Holm–Bonferroni correction. Because the questionnaire branches differed in wording and frame of reference, this difference cannot be attributed specifically to prior experience. Responses were generally favorable, but the findings do not establish improvements in learning outcomes. The study provides context-specific descriptive evidence on students’ evaluations and activity preferences that may inform local pilot activities and future research using comparable measures.